ANALYSIS OF DIRECTIVE AND EXPRESSIVE SPEECH ACTS USED BY BOTH TEACHER-LEARNERS DURING CLASSROOM INTERACTIONS ANALYSIS OF DIRECTIVE AND EXPRESSIVE SPEECH ACTS USED BY BOTH TEACHER-LEARNERS DURING CLASSROOM INTERACTIONS FOUND IN MOVIES ENTITLED “DANGEROUS
ANALYSIS OF DIRECTIVE AND EXPRESSIVE SPEECH ACTS USED BY
BOTH TEACHER-LEARNERS DURING CLASSROOM INTERACTIONS
FOUND IN MOVIES ENTITLED “DANGEROUS MINDS”, “THE RON CLARK
STORY”, AND “FACING THE GIANTS”
Thesis
Presented to Muhammadiyah University of Surakarta in Partial Fulfillment of the
Requirement for Thesis Program in English Department of Post Graduate
Programs of Muhammadiyah University of Surakarta
By
NOVI FITRI PUSPITASARI
S200130048
GRADUATE PROGRAM OF LANGUAGE STUDY OF
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2015
ii
iii
iv
v
MOTTO
“With GOD, all things are possible
“Don‟t be trapped in someone else‟s dream
“The greatest pleasure in life is doing what people say you cannot do
“What you think, you become.
What you feel, you attract.
What you imagine, you create
vi
DEDICATION
vii
ACKNOWLEDGEMENT
Alhamdulillahirabbil ‘alamin. The writer would like to express her deepest
gratitude to The Almighty God, Allah SWT, Who has made everything possible
and also given guidance so that the writer can accomplish this thesis, under the
title of “Analysis of Directive and Expressive Speech Acts used by TeacherLearners Interactions in Movies entitled Dangerous Minds, The Ron Clark Story,
and Facing the Giants”.
The writer realizes that the success of writing this research would not be achieved
without the help of many people and institutions. Thus, on this opportunity, the
writer expresses her gratitude and appreciation to:
1. Prof. Dr. Khudzaifah Dimyati, SH, M.Hum, as a director of graduate program
of Muhammadiyah University of Surakarta,
2. Prof. Dr. Markhamah, M.Hum, as the head of Magister of Language Study of
Muhammadiyah University of Surakarta,
3. Agus Wijayanto, Ph.D and Dr. Dwi Haryanti, as the advisors for this thesis
who have guided and advised her during the process of writing this thesis.
Their invaluable comments, corrections, and suggestions have led to
numerous improvements of this thesis,
4. The writer‟s beloved and precious Mother and Father who always give their
endless love, support and prayer,
viii
5. All of MPB lecturers for all knowledge and guidance,
6. My big family,
7. Her best partner of the world, Indah Eftanastarini, because of your support, I
can keep moving till the end, so let us keep being best friend and do not ever
forget those precious moments we ever created,
8. Her ladies, Teti, Una, Kak Tifa, Heni, Mba Zati, Mba Lia, Impian, Apip, Ochi,
and Niha for the love and the craziness, because being crazy is antimainstream, and
9. All of her friends in Magister of Language Study in Muhammadiyah
University of Surakarta, thanks a lot for the support and the best memories.
The writer realizes that this research paper still far from being perfect, therefore
the constructive suggestion are needed for the progress of the next research. The
writer hopes this research can be beneficial for everyone.
Surakarta, 1 December 2015
The Writer
ix
ABSTRACT
Novi Fitri Puspitasari. S200130048. ANALYSIS OF DIRECTIVE AND
EXPRESSIVE SPEECH ACTS USED BY BOTH TEACHER-LEARNERS
DURING CLASSROOM INTERACTIONS FOUND IN MOVIES
ENTITLED DANGEROUS MINDS, THE RON CLARK STORY, AND
FACING THE GIANTS. Thesis. Muhammadiyah University of Surakarta.
2015.
The use of speech acts in communication is considered successful if the
interlocutor is able to understand the speakers‟ messages. The current study
focused on directive and expressive speech acts, aimed at identifying its types,
identifying its directness levels and identifying its pragmalinguistics variations
which were found in teacher-learners interactions.
The object of the study was the interactions between teachers and learners
in which the directive and expressive speech acts frequently occur. The sources of
the data were three drama movies entitled „Dangerous Minds‟, The Ron Clark
Story‟ and „Facing the Giants‟. The movies were selected because the most of its
settings took place in classroom.
From the data analyzed, the directive speech acts – commanding,
requesting, suggesting – the most commonly found was commanding and the least
found was suggesting. In terms of the expressive speech acts – thanking,
apologizing, complimenting – the dominant discovered was complimenting and
the least discovered was thanking. The direct strategy is the most compare those
of indirect strategy. With respect to pragmalinguistics variations, there were 8
data of syntactic downgraders and 14 data of lexical/phrasal downgraders. The
result of this study has contribution to the theory of speech acts. In addition, it can
provide the information of how improve the strategy for making successful
communication.
Keywords: directive, expressive, directness levels, pragmalinguistics variations,
speech acts
x
TABLE OF CONTENT
COVER ............................................................................................................. i
APPROVAL ..................................................................................................... ii
NOTE OF ADVISOR I ..................................................................................... iii
NOTE OF ADVISOR II ................................................................................... iv
PRONOUNCEMENT ........................................................................................ v
MOTTO ............................................................................................................ vi
DEDICATION ................................................................................................... vii
ACKNOWLEDGEMENT ................................................................................. viii
ABSTRACT ...................................................................................................... x
TABLE OF CONTENT .................................................................................... xi
LIST OF TABLE .............................................................................................. xiv
LIST OF FIGURE ............................................................................................. xv
CHAPTER I INTRODUCTION
A. Background of the Study ....................................................... 1
B. Scope of the Study ................................................................. 7
C. Problem Statement................................................................. 7
D. Objective of the Study ........................................................... 8
E. Significant of the Study ......................................................... 8
F. Research Organization .......................................................... 9
CHAPTER II UNDERLYING THEORY
A. Previous Studies .................................................................... 11
B. Theoretical Review
1. Notion of Pragmatics ....................................................... 23
2. Speech Acts ..................................................................... 24
3. Classification of Speech Acts ......................................... 26
4. Directive Speech Acts
5. Expressive Speech Acts
xi
6. Directness Levels ............................................................ 31
7. Pragmalinguistics ............................................................ 38
8. Movie .............................................................................. 39
9. Synopsis of Movie .......................................................... 40
CHAPTER III RESEARCH METHOD
A. Research Type ....................................................................... 43
B. Research Object .................................................................... 43
C. Research Subject ................................................................... 43
D. Data and Data Source ........................................................... 44
E. Setting of the Research ......................................................... 44
F. Technique of Collecting Data ................................................ 45
G. Data Coding ........................................................................... 45
H. Technique of Analyzing Data ................................................ 47
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Data Analysis
1. The Types of Directive and Expressive Speech Acts ..... 50
2. The Directness Levels ..................................................... 89
3. The Pragmalinguistics Variations ................................... 120
B. Research Findings ................................................................. 134
C. Discussion of the Findings
1. The Comparison of the Findings with the Theories ....... 145
2. The Comparison of the Findings with the Previous
Study ............................................................................... 148
CHAPTER V CONCLUSION, PEDAGOGICAL IMPLICATION, AND
SUGGESTION
A. Conclusion ............................................................................. 156
B. Pedagogical Implication ........................................................ 157
C. Suggestion ............................................................................. 158
BIBLIOGRAPHY
APPENDIX
xii
LIST OF TABLE
Tabel 4.1 .............................................................................................................. 88
Tabel 4.2 .............................................................................................................. 119
Tabel 4.3 .............................................................................................................. 133
Tabel 4.4 .............................................................................................................. 136
Tabel 4.5 .............................................................................................................. 139
Tabel 4.6 .............................................................................................................. 142
xiii
LIST OF FIGURE
Figure 4.1 ............................................................................................................. 88
Figure 4.2 ............................................................................................................. 119
Figure 4.3 ............................................................................................................. 133
Figure 4.4 ............................................................................................................. 137
Figure 4.5 ............................................................................................................. 140
Figure 4.6 ............................................................................................................. 144
xiv
BOTH TEACHER-LEARNERS DURING CLASSROOM INTERACTIONS
FOUND IN MOVIES ENTITLED “DANGEROUS MINDS”, “THE RON CLARK
STORY”, AND “FACING THE GIANTS”
Thesis
Presented to Muhammadiyah University of Surakarta in Partial Fulfillment of the
Requirement for Thesis Program in English Department of Post Graduate
Programs of Muhammadiyah University of Surakarta
By
NOVI FITRI PUSPITASARI
S200130048
GRADUATE PROGRAM OF LANGUAGE STUDY OF
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2015
ii
iii
iv
v
MOTTO
“With GOD, all things are possible
“Don‟t be trapped in someone else‟s dream
“The greatest pleasure in life is doing what people say you cannot do
“What you think, you become.
What you feel, you attract.
What you imagine, you create
vi
DEDICATION
vii
ACKNOWLEDGEMENT
Alhamdulillahirabbil ‘alamin. The writer would like to express her deepest
gratitude to The Almighty God, Allah SWT, Who has made everything possible
and also given guidance so that the writer can accomplish this thesis, under the
title of “Analysis of Directive and Expressive Speech Acts used by TeacherLearners Interactions in Movies entitled Dangerous Minds, The Ron Clark Story,
and Facing the Giants”.
The writer realizes that the success of writing this research would not be achieved
without the help of many people and institutions. Thus, on this opportunity, the
writer expresses her gratitude and appreciation to:
1. Prof. Dr. Khudzaifah Dimyati, SH, M.Hum, as a director of graduate program
of Muhammadiyah University of Surakarta,
2. Prof. Dr. Markhamah, M.Hum, as the head of Magister of Language Study of
Muhammadiyah University of Surakarta,
3. Agus Wijayanto, Ph.D and Dr. Dwi Haryanti, as the advisors for this thesis
who have guided and advised her during the process of writing this thesis.
Their invaluable comments, corrections, and suggestions have led to
numerous improvements of this thesis,
4. The writer‟s beloved and precious Mother and Father who always give their
endless love, support and prayer,
viii
5. All of MPB lecturers for all knowledge and guidance,
6. My big family,
7. Her best partner of the world, Indah Eftanastarini, because of your support, I
can keep moving till the end, so let us keep being best friend and do not ever
forget those precious moments we ever created,
8. Her ladies, Teti, Una, Kak Tifa, Heni, Mba Zati, Mba Lia, Impian, Apip, Ochi,
and Niha for the love and the craziness, because being crazy is antimainstream, and
9. All of her friends in Magister of Language Study in Muhammadiyah
University of Surakarta, thanks a lot for the support and the best memories.
The writer realizes that this research paper still far from being perfect, therefore
the constructive suggestion are needed for the progress of the next research. The
writer hopes this research can be beneficial for everyone.
Surakarta, 1 December 2015
The Writer
ix
ABSTRACT
Novi Fitri Puspitasari. S200130048. ANALYSIS OF DIRECTIVE AND
EXPRESSIVE SPEECH ACTS USED BY BOTH TEACHER-LEARNERS
DURING CLASSROOM INTERACTIONS FOUND IN MOVIES
ENTITLED DANGEROUS MINDS, THE RON CLARK STORY, AND
FACING THE GIANTS. Thesis. Muhammadiyah University of Surakarta.
2015.
The use of speech acts in communication is considered successful if the
interlocutor is able to understand the speakers‟ messages. The current study
focused on directive and expressive speech acts, aimed at identifying its types,
identifying its directness levels and identifying its pragmalinguistics variations
which were found in teacher-learners interactions.
The object of the study was the interactions between teachers and learners
in which the directive and expressive speech acts frequently occur. The sources of
the data were three drama movies entitled „Dangerous Minds‟, The Ron Clark
Story‟ and „Facing the Giants‟. The movies were selected because the most of its
settings took place in classroom.
From the data analyzed, the directive speech acts – commanding,
requesting, suggesting – the most commonly found was commanding and the least
found was suggesting. In terms of the expressive speech acts – thanking,
apologizing, complimenting – the dominant discovered was complimenting and
the least discovered was thanking. The direct strategy is the most compare those
of indirect strategy. With respect to pragmalinguistics variations, there were 8
data of syntactic downgraders and 14 data of lexical/phrasal downgraders. The
result of this study has contribution to the theory of speech acts. In addition, it can
provide the information of how improve the strategy for making successful
communication.
Keywords: directive, expressive, directness levels, pragmalinguistics variations,
speech acts
x
TABLE OF CONTENT
COVER ............................................................................................................. i
APPROVAL ..................................................................................................... ii
NOTE OF ADVISOR I ..................................................................................... iii
NOTE OF ADVISOR II ................................................................................... iv
PRONOUNCEMENT ........................................................................................ v
MOTTO ............................................................................................................ vi
DEDICATION ................................................................................................... vii
ACKNOWLEDGEMENT ................................................................................. viii
ABSTRACT ...................................................................................................... x
TABLE OF CONTENT .................................................................................... xi
LIST OF TABLE .............................................................................................. xiv
LIST OF FIGURE ............................................................................................. xv
CHAPTER I INTRODUCTION
A. Background of the Study ....................................................... 1
B. Scope of the Study ................................................................. 7
C. Problem Statement................................................................. 7
D. Objective of the Study ........................................................... 8
E. Significant of the Study ......................................................... 8
F. Research Organization .......................................................... 9
CHAPTER II UNDERLYING THEORY
A. Previous Studies .................................................................... 11
B. Theoretical Review
1. Notion of Pragmatics ....................................................... 23
2. Speech Acts ..................................................................... 24
3. Classification of Speech Acts ......................................... 26
4. Directive Speech Acts
5. Expressive Speech Acts
xi
6. Directness Levels ............................................................ 31
7. Pragmalinguistics ............................................................ 38
8. Movie .............................................................................. 39
9. Synopsis of Movie .......................................................... 40
CHAPTER III RESEARCH METHOD
A. Research Type ....................................................................... 43
B. Research Object .................................................................... 43
C. Research Subject ................................................................... 43
D. Data and Data Source ........................................................... 44
E. Setting of the Research ......................................................... 44
F. Technique of Collecting Data ................................................ 45
G. Data Coding ........................................................................... 45
H. Technique of Analyzing Data ................................................ 47
CHAPTER IV RESEARCH FINDINGS AND DISCUSSION
A. Data Analysis
1. The Types of Directive and Expressive Speech Acts ..... 50
2. The Directness Levels ..................................................... 89
3. The Pragmalinguistics Variations ................................... 120
B. Research Findings ................................................................. 134
C. Discussion of the Findings
1. The Comparison of the Findings with the Theories ....... 145
2. The Comparison of the Findings with the Previous
Study ............................................................................... 148
CHAPTER V CONCLUSION, PEDAGOGICAL IMPLICATION, AND
SUGGESTION
A. Conclusion ............................................................................. 156
B. Pedagogical Implication ........................................................ 157
C. Suggestion ............................................................................. 158
BIBLIOGRAPHY
APPENDIX
xii
LIST OF TABLE
Tabel 4.1 .............................................................................................................. 88
Tabel 4.2 .............................................................................................................. 119
Tabel 4.3 .............................................................................................................. 133
Tabel 4.4 .............................................................................................................. 136
Tabel 4.5 .............................................................................................................. 139
Tabel 4.6 .............................................................................................................. 142
xiii
LIST OF FIGURE
Figure 4.1 ............................................................................................................. 88
Figure 4.2 ............................................................................................................. 119
Figure 4.3 ............................................................................................................. 133
Figure 4.4 ............................................................................................................. 137
Figure 4.5 ............................................................................................................. 140
Figure 4.6 ............................................................................................................. 144
xiv